"“Responsible tourism complies with the principles of social and economic justice and exerts full respect towards the environment and its cultures. It recognizes the centrality of the local host community and its right to act as a protagonist in developing a sustainable and responsible tourism. Responsible tourism actuates to foster a positive interaction between the tourist industry, the local communities and the travellers”, as defined by AITR (Italian Association of Responsible Tourism) in 2005.""EnTOURée: Entrepreneuriat pour un TOUrisme Responsable, Engagé et Féminin"" brought together 3 partners from three different countries (Madagascar, Martinique - French oversea department - and Italy). Three different contexts sharing the same challenges: a high level of young women unemployment, the lack of responsible tourism offers, the need to enhance the cooperation and structured dialogue between local authorities and youth organizations.The project objectives have been:Training and educating professionals and stakeholders on the critical importance of women’s entrepreneurship in tourism developmentPromoting strategic cooperation among youth organization and local authoritiesEnabling women to benefit from the tourism sector both directly and indirectlyPromoting the link between gender equality in tourism and sustainable developmentRaising awareness of the real life challenges the tourism sector creates for womenProviding consultation and online services for organizations and institutions to ensure sustainable and the development of gender equal tourism initiativesEstablishing and developing an international network of individuals – academics, field workers, activists and politicians – with a shared interest in women’s empowerment and responsible tourism and a common purpose to address them.The consortium has been achieving the aforementioned objectives through:3 Transnational Mobilities and study visits to local initiatives on Responsible Tourism in Italy, Madagascar and Martinique ;3 Capacity Buildings Activities (An international Forum, an Entrepreneurship Coffee and 1 Final International Seminar involving universities, NGOs, local entrepreneurs and local authorities) sharing policy recommendations; A Training course for the set-up of a LORT (Local Organization on Responsible Tourism)A Methodological Guide for youth workers on How to start up a Responsible Community of Enterprises available also in Modules Sheets in 4 languages: IT, FR, MG, ENAn E-platform on Responsible Tourism available in IT, FR and ENAn Ethical Convention on Responsible Tourism and Female Entrepreneurship in IT, FR and EN.The project fully responds to the specific objectives pursued by the Erasmus+ Programme: Capacity Building in the field of Youth “foster cooperation and exchanges between Programme and Partner Countries, foster new non-formal learning mobility schemes and programmes and promote transnational non-formal learning mobility between Programme and Partner Countries, with a focus on the under-privileged”. Moreover, EnTOURée matches with the recommendations in its Thematic Guidelines for Investment in Tourism and the Gender Equality Strategy 2016-2019 and with the Agenda Europe 2020 Inclusive growth – a high-employment economy delivering economic, social and territorial cohesion."

The Walking Towards Employability project arises by the need to identify sustainable and transferable models for youth entrepreneurship able to respond to socio-professional inclusion especially in vulnerable situations. Specifically, the project designs and tests an innovative Skill Path for youth built around the Walking Tour Model and based on five innovative modules:Module 1. How to start up a sustainable Walking Tour Collaborative Business? Module 2. Asset Community Mapping through Street Audit and digital: Let us discover new perspectives! Module 3. Key Resources: Local guides. How to do tourism where apparently there is nothing? Module 4. A FAM Trip. What is and how to organize it? Module 5. Marketing: convivial and collaborative communication Transversal Module: How to create a Sustainable Scattered Tour Package? The Path combines forms of entrepreneurship (Business Network and Collaborative economy) with the educational values of Cultural heritage and social cohesion (Responsible, community-based Tourism).Walking Towards Employability: -Contribute to the social professional inclusion of youth through Responsible Tourism -Contribute to the valorisation of underprivileged communities and/or neighbourhoods in by celebrating their cultural assets and history through Community-based Tourism -Promote sustainable tourism as sector combining youth employability and communities’ culture promotion and contribute to policies recommendations Its specific objectives are to:-Design and test a new skill pathway for youth based on the Walking Tour Model combining innovative forms of entrepreneurship to educational value of Cultural heritage and social cohesion (Responsible Tourism) -Create the opportunities to 40 European youth for acquisition of innovative entrepreneurial competences and valorisation of their entrepreneurial ideas within the Responsible Tourism sector -Extend and develop the competences of 18 youth educators in 4 countries in collaborative and social entrepreneurship, community mentoring approach and Responsible Tourism -Contribute to the Development of Open educational resources for youth and youth workers on social and community-based entrepreneurship-Make 40 youth aware of new perspectives and long-term potentialities of social and community-based forms of entrepreneurship -Support the establishment of an international network to facilitate development and sustainability of youth entrepreneurial initiatives and the exchange of innovation in EU. The project links the design of Walking Tours to the promotion of youth social entrepreneurship by transforming communities in open incubators where the centrality, in the learning path is given to individual youth entrepreneurial ideas. Specifically, youth, during the Walking Towards Course are guided and challenged (together with youth workers) on designing a sustainable and valuable proposal of a Scattered Walking Tour offer in their communities that arises through the collaboration between different youth start up, ideas, initiatives.

In our increasingly connected world, whereas the use of technology is becoming even more prevalent in students’ lives, it is essential to promote digital citizenship in school education. Digital citizenship is defined as “the norms of appropriate, responsible behaviour with regard to technology use” (Ribble, 2011, p. 10). Digital competence consists one of the eight key competences for Lifelong Learning recommended by the European Parliament and the Council (2006) and has been confirmed as a relevant priority for the European Commission (EC) (EC, 2010a, 2010b). In Europe, only 30% of the students’ population can be considered as digitally competent (EC, 2013a).Digital, Responsible Citizenship in a Connected World (DRC) is an Erasmus+ project, implemented between November 2017 and October 2019. The overall aim of the DRC project was to infuse contemporary pedagogical practices in quality lifelong learning for students and teaching professionals including teachers, school leaders and teacher educators across Europe.The project worked towards achieving the following specific objectives, over the past two years:-To teach students and teachers digital citizenship skills-To integrate digital literacy and citizenship as part of school curricula-To promote synergies and cross-fertilisation throughout school education-To support teachers develop a positive attitude towards digital citizenship -To cultivate responsible, ethical, global citizens for a digital world-To establish the foundation of a digital citizenship program for school education-To adopt the DigComp FrameworkThe DRC project has been developed and implemented by a consortium of five partners from four European countries: Cyprus, Greece, Ireland and Italy. Throughout the lifecycle of the project, DRC partners have been collaborating to develop and deliver seven (7) intellectual outputs (IO) foreseen by the project. These were developed based on the European Digital Competence Framework for Citizens known as DIGComp (Ferrari, 2013; Vuorikari, et al., 2016). DIGComp consists of five digital citizenship areas, and these include (1) Information and data literacy, (2) Communication and collaboration, (3) Digital content creation, (4) Safety, and (5) Problem solving (Ferrari, 2013). The highly demanding work of completing these IOs has been distributed across the two years of the project; the responsibility for developing the IOs has been allocated evenly among partners.Throughout the lifecycle of the project, partners have undertaken the following activities, with some partners taking the lead in managing key project outputs, as follows:1. Project Management - CARDET 2. Quality Assurance of Outputs – FIPL 3. 4 Project F2F Meetings - TAMAT, FIPL, Rafina, CARDET4. 4 Project Online Meetings – CARDET, with support from all partners5. Dissemination, multiplication, sustainability - INNOVADE6. O1. Create the 'Digital Citizenship profile/identity' of schools-wide – Led by The Primary School of Rafina, with the support of CARDET 7. O2. Design Pedagogical Framework for the development of e-Toolkit on Digital Citizenship – Led by TAMAT8. O3. Create the Digital Literacy and Citizenship Guide for teachers – Led by FIPL9. O4. Development and Evaluation of the Digital Citizenship Programme and Curricula on digital literacy – Led by CARDET10. O5. Development of Digital Citizenship App – Led by INNOVADE11. O6. Deliver workshops to students – Led by FIPL12. O7. Offer certified training MOOC to teachers – Led by CARDETAll partners completed all foreseen implementation activities, and the activities were positively evaluated by local target group members who expressed that the project could have a real impact on their local school communities. These activities have led to the development of skills and competences of teachers, educators, parents and students in the area of digital literacy, raising the awareness of these target groups of the 5 digital competence areas of the DIGComp Framework. Through the curriculum materials developed, the project has also supported the application of the DIGComp Framework in primary schools in all partner countries, by providing teachers and parents with access to tangible education materials that can support them to engage with this framework through practical and engaging education activities such as the DRC e-Toolkit on Digital Citizenship (IO2), the Teacher’s Guide (IO3), the Digital Citizenship Programme (IO4), the DRC - Digital Heroes App (IO5) and the certified Digital Citizenship MOOC for teachers (IO7). Dissemination of outputs resulted in the development of synergies and cross-fertilisation throughout school education.

<< Objectives >>Within the expressions of the social economy, Solidarity Economy Districts (SEEDs) and SFSCs are one of the most effective examples of bottom-up social innovation. However, there are still many barriers to their development, mainly related to their small size, high degree of isolation and lack of resources and competences. Planning SE(E)Ds wants to improve the recognition of the social economy by raising awareness through the development of a common framework for the creation of SFSCs and SEEDs.<< Implementation >>Planning SE(E)Ds will develop a multidisciplinary methodological framework at European level for the creation of integrated and replicable social economy experiments mapped onto the EntreComp and GreenComp frameworks, testing a blended course on planning Solidarity Economy Districts and promoting the creation of a European SEEDs Alliance for Social Economy who will involve citizens and stakeholders in order to implement the Social Economy Action Plan through community-led initiatives .<< Results >>Planning SE(E)Ds will establish regional and transnational social economy networks whose members can benefit from SFSCs at local level and from the services offered by SEEDs. In addition, it will establish models of sustainable cooperation between different communities and organisations at European level, in order to create long-term synergies to improve the recognition of the social economy and its potential.

The idea of the Social Start Ups project was born on the assumption that the current labor market and the economic crisis generated an increase in the gap between the generation of young people and that of adults, highlighting the difficulties of the latter in access to the labour market.The Social Start Ups project has promoted active participation and entrepreneurship among adults through the development of an innovative methodology that transforms Ethical Purchasing Groups (E.P.G.) into learning by doing training environments.The aim of the project was to encourage, through the start-up / management of EPGs, the empowerment, access and transfer of key competences (in particular entrepreneurship) to adult people, focusing specifically on people with a Low educational level, unemployed, vulnerable groups, single parents, small producers, migrants.Social Start Ups has involved 6 partners from 4 different countries:- Tamat, project leader, is an NGO in Perugia since 1995. Tamat's role has been to coordinate the project, monitoring, and experimentation of methodological tools.- The Faculty of Economics of the University of Plymouth was the partner in charge of developing methodology and methodological tools, training and mentoring project mentors.- The University of East Anglia, Norwich, has held the role of the University of Plymouth in the early months of the project.- Amsed is a Strasbourg-based NGO with considerable experience in the field of mobility and integration of migrants. Amsed has supported all project activities and has played a key role in the experimentation phase of the methodology.- Municipality of Verteneglio (Croatia), the newcomer of the Erasmus + program, has been the third partner in charge of experimentation.- Parco Tecnologica Agroalimentare 3A, an agency of Umbria Region, deals with research and certification in the food court and had the role of developing and Output Trainings related to hygiene, food safety and quality.The project was addressed to 3 different target groups:- 92 adult participants in the 3 countries where methodology has been tested (Italy, France, Croatia)- 8 staff members (mentors) of the 3 partners who conducted the methodology test (Tamat, Amsed, Municipality of Brtonigla)- over 300 members of possible stakeholders such as: EPGs, local associations, training centers, development agencies, public bodies, universities.Social Start Ups, lasting 2 years, has been completed through the development of the following phases:1) the mapping phase of G.A.S., through which quantitative and qualitative data were collected on purchasing groups in Italy France and Croatia. This phase was crucial for contextualization of the project at the various intervention place.2) the development of the training plan and the methodological framework3) experimentation and validation of methodological tools through the start-up / management of EPGs.4) Realization of multiplier events for dissemination of the project and Intellectual OutputIn total, Social Start Ups has achieved:- 6 transnationa lmeetings- 8 multiplier events- 3 transnational training activities, of which two were for staff and one for participants- 8 intellectual outputThe project has achieved the expected results of the adult target group:- Increased the level of key competences and, in particular, of the entrepreneurial spirit and initiative for self-employment and enterprise start-up- increased technical knowledge on safety, hygiene and food quality- increased opportunities for practical business experiences- active participation in social and community interest activitiesFrom a systemic point of view, the project has allowed the development, testing and validation of a methodology able to transfer competences to the participants but also able to allow the development of new prototypes of EPGs based on the social enterprise model. This aspect, entirely innovative and not anticipated during the writing and design of the project, has had a significant impact, which will also benefit in the medium to long term at local, national, and European level.Social Start Ups has been an opportunity for participating organistaions’ staff to increase its skills on:- mentoring activities for enterprise development- start-up of initiatives of Community interest such as G.A.S.- hygiene, safety and food quality- European cooperation